Language Policy and Reference Frameworks for Teaching Arabic to Non-Native Speakers in Algeria

Brahim Djarfour

doi:10.61227/qck8x652

Authors

Brahim Djarfour UIN Sunan Kalijaga Yogyakarta

DOI:

https://doi.org/10.61227/qck8x652

Keywords:

Reference Frameworks, Arabic Language Teaching, Algeria

Abstract

This study aims to analyze the current state of language policy and reference frameworks for teaching Arabic to non-native speakers in Algeria and to highlight their role in organizing the educational process and improving learning quality. The study adopted a qualitative descriptive-analytical research design. Data were collected through a comprehensive literature study and document analysis of policy documents, official reports, scientific articles, books, conference proceedings, and reference framework publications related to language policy and the teaching of Arabic to non-native speakers. The collected data were analyzed using qualitative content analysis, which involved identifying recurring themes, categorizing findings into major thematic areas, and interpreting the relationships between language policy, reference frameworks, and teaching practices. The findings revealed a growing interest in teaching Arabic to non-native speakers in Algeria, alongside the absence of a unified national reference framework, disparities in curricula and teaching methods, limited integration of modern educational technologies, and insufficient teacher training. The study concludes that there is a need to develop a unified national reference framework, modernize curricula, strengthen teacher preparation programs, and integrate contemporary educational technologies in order to enhance the quality and effectiveness of Arabic language teaching for non-native speakers in Algeria.

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